Adolescents in transition: experiences and appraisals of immigrant students in school education.
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| Title: | Adolescents in transition: experiences and appraisals of immigrant students in school education. |
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| Authors: | Díaz Pacheco, César M. (AUTHOR), Conejeros-Solar, María Leonor (AUTHOR), Silva-Coñocar, Julio (AUTHOR) |
| Source: | Oxford Review of Education. Oct2025, Vol. 51 Issue 5, p688-706. 19p. |
| Subjects: | Immigrant students, Secondary education, Achievement gains (Education), Racism, Narrative discourse analysis, Family support, Teenagers, Disadvantaged schools |
| Geographic Terms: | Chile |
| Abstract: | Compulsory secondary education is constituted as a stage of high risk or academic vulnerability for the immigrant population. This multiple case study examines difficulties and opportunities faced by seventeen immigrant schoolchildren in compulsory schooling education cycles as elucidated by the evaluative resources they employ as they construct a narrative discourse shaped by academic-professional transitions and expectations. Specifically, we focus on the semantic-discursive component of attitude, analysing its three levels of appraisal: affect, judgement, and appreciation. We conducted in-depth interviews with immigrants attending public high school in Chile and a collective participatory methodology, both of a biographical-narrative nature. The findings highlight the influence of various influential factors on student trajectories: the characteristics of the host country, the challenges posed by the pandemic, family support, racism, the role of teachers, and academic-professional aspirations. Regarding the obstacles, racist bullying is identified between the end of primary school and the beginning of secondary school, which coincides with the results of the literature reviewed. Regarding opportunities, the influential adult figure represented by parents and teachers is positioned as a decisive protective support in the development and progress of educational transitions. Similarly, the configuration of high academic-professional expectations functions as a predictor of educational success. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Compulsory secondary education is constituted as a stage of high risk or academic vulnerability for the immigrant population. This multiple case study examines difficulties and opportunities faced by seventeen immigrant schoolchildren in compulsory schooling education cycles as elucidated by the evaluative resources they employ as they construct a narrative discourse shaped by academic-professional transitions and expectations. Specifically, we focus on the semantic-discursive component of attitude, analysing its three levels of appraisal: affect, judgement, and appreciation. We conducted in-depth interviews with immigrants attending public high school in Chile and a collective participatory methodology, both of a biographical-narrative nature. The findings highlight the influence of various influential factors on student trajectories: the characteristics of the host country, the challenges posed by the pandemic, family support, racism, the role of teachers, and academic-professional aspirations. Regarding the obstacles, racist bullying is identified between the end of primary school and the beginning of secondary school, which coincides with the results of the literature reviewed. Regarding opportunities, the influential adult figure represented by parents and teachers is positioned as a decisive protective support in the development and progress of educational transitions. Similarly, the configuration of high academic-professional expectations functions as a predictor of educational success. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 03054985 |
| DOI: | 10.1080/03054985.2024.2396327 |
